Oral corrective feedback and its impacts on language learning is one of the main areas of language (L2/ FL) research which has recently attracted a lot of attention. There is a considerable amount of research investigating corrective feedback and error in the field of language learning. What had not been researched extensively yet and was the emphasis of the present study, was the study of the beginner and low intermediate students’ attitudes toward the oral corrective feedback at Iranian junior high schools. To this end, 370 Iranian EFL learners, at the beginner and low-intermediate proficiency level of English, were chosen through multistage cluster sampling. The male students at junior high schools of Zanjan city (n= 7936) were considered as the total size of the population being studied. They were in 7Th and 9Th grade of Iranzamin, Sama, and Baharestan junior high schools in Zanjan Iran. The Cambridge Proficiency Test was used in order to make homogeneous groups. In the pre-questionnaire, the students’ attitude toward oral corrective feedback provision was investigated through a questionnaire. After six sessions (12 hours) of treatment, the same questionnaire was administered. According to the results, all students showed positive attitudes toward oral corrective feedback. Pedagogical implications were applied to assist English language instructors to be aware of the usefulness and the value of different kinds of oral corrective feedback, to effectively establish the necessary activities in the classroom, and to successfully supply the students with appropriate kinds of oral corrective feedback.